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Thesis

How does the use of explicit ‘talk for learning teaching’ improve students’ collaboration, understanding and independence in English lessons?

Abstract:

Talk plays a crucial role in the classroom from teacher discourse (Tolmie et al. 2010, Mercer, 2008) to pupils' social exchanges (Levine, Resnick and Higgins, 1993; Alexander, 2004; Mercer and Dawes, 2014; Gillies, 2014). The benefits for effective collaborative dialogue include intrinsic and extrinsic motivation, independence, internalisation of problem solving methods and a way of learning that uses discovery and peer interaction and questioning rather than monologic teacher talk and who...

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Author, Copyright Holder
Type of award:
MSc
Level of award:
Masters
Awarding institution:
University of Oxford
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